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Social Justice; Anti-imperialist, Racist, Persian-centric, and Shi‘i-centric Discursive Formations of the Ideal Citizen and Iranian School Textbooks: A Social Biography Response

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Iran’s Struggles for Social Justice

Abstract

This chapter explores how national and global ethnic, gender, and racialized relations are portrayed in the pre-2015 and 2015 editions of Iranian elementary and middle school textbooks. I argue that Iranian school textbooks function as hegemonic tools of domination that identify the ideal Iranian citizen as the leader in anti-imperialist movements without questioning the role of the Iranian Self in promoting discrimination against various forms of internal and external Self-Other -Other. This chapter is the first step towards developing a blueprint for future educational policies and curricula that are critical of the ways through which post-colonial subjects and subaltern discourses of anti-hegemonic movements undermine social justice agendas of their “subjects” and movements and function as imperialist frameworks of domination.

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Author information

Authors and Affiliations

  1. Department of Sociology, Kwantlen Polytechnic University, Surrey, BC, Canada

    Amir Mirfakhraie

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  1. Amir Mirfakhraie
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Editor information

Editors and Affiliations

  1. Department of Sociology, University of Victoria, Victoria, British Columbia, Canada

    Peyman Vahabzadeh

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Mirfakhraie, A. (2017). Social Justice; Anti-imperialist, Racist, Persian-centric, and Shi‘i-centric Discursive Formations of the Ideal Citizen and Iranian School Textbooks: A Social Biography Response. In: Vahabzadeh, P. (eds) Iran’s Struggles for Social Justice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-44227-3_7

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  • DOI: https://doi.org/10.1007/978-3-319-44227-3_7

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-44226-6

  • Online ISBN: 978-3-319-44227-3

  • eBook Packages: Social SciencesSocial Sciences (R0)

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